Questão 66544

A central concept in linguistics is the distinction between language as a system (langue) and language in use (parole), as proposed by Saussure. This foundational idea has been challenged and refined by later theories that introduced the concept of **discourse**, arguing that language is always embedded in social and historical contexts. Discourse is not just language, but language in action, a way of representing the world that is inherently linked to social power and ideology. For an English language teacher, understanding this distinction is crucial. It means moving beyond teaching grammar rules in isolation to helping students analyze how different linguistic choices create specific meanings and effects in texts. This approach, rooted in discourse analysis, helps students to become more critical readers and more effective communicators. For example, a teacher can show how the same information can be presented differently in a newspaper article versus a social media post, and how these choices reflect the different purposes, audiences, and power relations of each genre. A pedagogical practice that incorporates this perspective can equip students not only with grammatical knowledge but also with the critical skills needed to navigate the complex world of communication. It acknowledges that language is a tool for social action and that its study should reflect this reality. The teacher's role becomes one of a mediator who helps students deconstruct the discourses they encounter in their daily lives and understand their own role as producers of discourse.

Considering the conceptions of language, text, and discourse, evaluate the following statements:

I. The concept of language as a system (langue) is a purely theoretical construct, without any practical application for the English teacher in the classroom.

II. A discourse-based approach to language teaching considers that the meaning of a text is not fixed, but is negotiated between the producer and the receiver of the text, and is influenced by the social context.

III. The analysis of different discourse genres (ex: political speeches, advertisements, academic articles) is a way to help students understand how language is used to persuade, inform, or entertain, and to develop a critical eye towards the different forms of discourse they encounter.

IV. The teaching of English as a foreign language should focus on the four skills (reading, writing, speaking, and listening) in isolation, without making connections with the concepts of text and discourse, as this makes the curriculum more organized and easier to follow.